It is true, until we do not realize that we need to change the way we are approaching our students, until we do not try learning with technology ourselves (I’m not talking about using PPT’s), we will not change our chips about the way we teach. At the end of the day it’s just a matter of attitude.

Modern learning is more about discovery. It’s not so much waiting as doing, says Will Richardson. Learners should be empowered to continue learning and to use their interests to fuel projects that they care about. Richardson had some ideas about how teachers can begin to move away from content delivery and towards a model that is supportive of individual learners.

In Peru, those with control over education policy are making decisions on the old model of schooling — knowledge held by teachers who deliver information to students — while young learners are clamoring for something different.

Research shows that interests powerfully influence our academic and professional choices. When we’re interested in a task, we work harder and persist longer, bringing more of our self-regulatory skills into play.

So what is interest? Interest is a psychological state of engagement, experienced in the moment, and also a predisposition to engage repeatedly with particular ideas, events, or objects over time. Why do we have it? Interest acts as an “approach urge” that pushes back against the “avoid urges” that would keep us in the realm of the safe and familiar. Interest pulls us toward the new, the edgy, the exotic. Interest “diversifies experience.” But interest also focuses experience. In a world too full of information, interests usefully narrow our choices.